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Alfred Olatunji, O (2016) Blending 'fair dinkum' into group assessment of construction students. International Journal of Construction Education and Research, 12(04), 270-84.
Gheisari, M, Foroughi Sabzevar, M, Chen, P and Irizzary, J (2016) Integrating BIM and panorama to create a semi-augmented-reality experience of a construction site. International Journal of Construction Education and Research, 12(04), 303-16.
Lee, N, Lee, L W and Kovel, J (2016) An experimental study of instructional pedagogies to teach math-related content knowledge in construction management education. International Journal of Construction Education and Research, 12(04), 255-69.
Mahfouz, T, Davlyatov, S and Kandil, A (2016) Analysis of differing site condition litigation reasoning through statistical modeling. International Journal of Construction Education and Research, 12(04), 285-302.
Sunindijo, R Y (2016) Teaching first-year construction management students: Lessons learned from student satisfaction surveys. International Journal of Construction Education and Research, 12(04), 243-54.
- Type: Journal Article
- Keywords: construction management; student satisfaction; first-year students; assessment tasks; teaching methods; university students; construction industry
- ISBN/ISSN: 1557-8771
- URL: https://doi.org/10.1080/15578771.2015.1121937
- Abstract:
The first semester at the university can be challenging for first-year students. Therefore, motivating these students could become a major task for lecturers. This research examines a first-year undergraduate construction management course over a 6-year period (2010-2015) to identify factors that affect student satisfaction. Thematic analysis of student surveys was used to identify these factors. The results found five fundamental factors: lectures, assessment, teaching methods, communication, and lecturer characteristics. Lectures should be structured, have interesting contents, and practical. Assessment tasks should have clear criteria, be linked to lecture contents, and diverse. Teaching methods should be diverse and be supported by organized lecture notes. Lectures should also communicate clearly, respond to enquiries in a timely manner, and give valuable feedback on student performance. Lastly, lecturers should be perceived as being knowledgeable, enthusiastic, approachable, helpful, and considerate. In the midst of contemporary teaching and learning methods, these factors are not new. However, lecturers should realize that students are unlikely to be satisfied when these fundamental factors are not incorporated into their teaching.;The first semester at the university can be challenging for first-year students. Therefore, motivating these students could become a major task for lecturers. This research examines a first-year undergraduate construction management course over a 6-year period (2010-2015) to identify factors that affect student satisfaction. Thematic analysis of student surveys was used to identify these factors. The results found five fundamental factors: lectures, assessment, teaching methods, communication, and lecturer characteristics. Lectures should be structured, have interesting contents, and practical. Assessment tasks should have clear criteria, be linked to lecture contents, and diverse. Teaching methods should be diverse and be supported by organized lecture notes. Lectures should also communicate clearly, respond to enquiries in a timely manner, and give valuable feedback on student performance. Lastly, lecturers should be perceived as being knowledgeable, enthusiastic, approachable, helpful, and considerate. In the midst of contemporary teaching and learning methods, these factors are not new. However, lecturers should realize that students are unlikely to be satisfied when these fundamental factors are not incorporated into their teaching.;
Sunindijo, R Y (2016) Teaching first-year construction management students: Lessons learned from student satisfaction surveys. International Journal of Construction Education and Research, 12(04), 243-54.